ABSTRACT
This chapter discusses issues related to the concept of inclusion in music education. The focus is on the challenges faced and the possibilities opened to children with different minority backgrounds, as well as to the varied circumstances that can affect work with inclusion in music education. Creative work in art and music offers important opportunities for intercultural forms of interaction; but this does not necessarily mean that forms of exclusion and alienation just disappear. The chapter discusses theories and perspectives of intercultural learning and the trialectic relationship between student, teacher, and parent. It begins with problematising the musical canon as well as the ‘new’ teacher role that welcomes students’ perspectives and/or cultural expectations. Teachers with foreign backgrounds emphasise that there is a strong link between language and music that functions as an obstacle when it comes to teaching in a different linguistic context than the music’s origin. From the teacher’s perspective the text tries to grasp the dynamic disciplinary power between teacher, student, and parent in a classical teaching context and discuss the trialectic contract. At the same time, feelings of shame and avoidance in connection with music can seriously affect participation. The chapter focuses on pedagogical aspects and strategies that promote each child’s learning and the possible struggle of identities that can arise in both students and parents.
